Calendar / Readings

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Class 1 [Tues Sept 10] New Media Literacies & Culture: Course Introduction & Syllabus Tour

>>>> Padlet / Virtual Wall

  • What are new media? And new media literacies? What does it mean – and what does it involve – to be fluent with new media (literacies) today? Why does it matter? Examples?
  • Digital Storytelling and Participatory Culture.
  • Provocations: Technology Tools, Networked Cultures and Society: Critical Issues Today? (Padlet)
  • Video: Introduction to New Media Literacies

>>>> Padlet / Virtual Wall

Production 1: Website Power Up


Class 2 [Tues Sept 17] Rethinking Literacy In New Times: Land, Context, Community and Technology

Meta Text: As you read, create a concept mind-map or note-taking system: Identify new terms, key quotes and diagram your take-away points (along with your own reflections/personal connections). Focus: Make connections between key ideas in the readings (e.g., the relationships between I.K. (indigenous ways of knowing) and new (media) literacies.

Readings:

1. Brayboy & Maughan (2009). Indigenous Knowledge and the Story of the Bean, Harvard Educational Review, 79(1)
2. Rowsell, J. & Walsh, M. (2011). Rethinking literacy education in new  times. Brock education, 21(1). (Short)
3. Reading: Voices for a New Vernacular: A Forum on Digital Storytelling – Interview with Henry Jenkins from International Journal of Communication, 11(2017). Forum, (VERY SHORT – 4 pages, special focus on last 2).

Watch & Make Connections: Sociocultural Learning Theory: Multiliteracies and ‘New Literacies Studies

In Class: Reflecting on Uses of Websites/Powerups
In Class: Exploring the Why / What / and How of Multiliteracies.
Nearpod and SAMR

Production 2: New Literacies Reflection: Making Connections Essay


Class 3 [Tues Sept 24] Putting Multimodality to Work & ‘Serious Play’ for (L2/ELL) Learning

Meta Text: As you read, identify the new terms and key concepts (e.g, ludic epistemology) and consider their import/opportunities for application (specifically, for creating multimodal texts). Note: We’ll also talk about graphic novels/texts in the classroom  for language learning, for digital stortellying, and/or for dramatizing practical knowledge in technological education (trades, etc)… We will then explore how concepts in the reading might take life through creating our own ‘graphic novels’.

Readings:

1. Lotherington, H. & Jenson, J. (2011). Teaching multimodal & digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics, 31, 226-246. (Read Closely)
2. Resource: Skim for Main Ideas:  Sequential Art, Graphic Novels and Serious Comics

Video Multimodal Texts: Next Generation Digital Textbook
Resource: Make your own ‘Next-Gen’ Interactive iBooks (Multimodal iBook Authoring Tool / Final Project Media Option)
Totality for Kids: Multimodal Graphic Text/Comic

What is a digital story? In-class serious graphic text/comic making and inquiry: reflecting on the affordances of the tool, and what we can do with digital storytelling (across disciplines).

ComicLife: Free Download (download prior to class)

Fast-Motion ComicLife Demo / Slow -Demo

Production 3: Serious Comics & (Dual Language) Graphic Texts (due in two weeks)


Class 4 [Tues Oct 1] Multiliteracies in Action: Participatory Culture & DIY Media Production

As you read, consider and reflect upon how you might support your students (or yourself!) making connections to informal media learning, digital storytelling and content production (beyond the classroom). And consider why that matters today….

Readings and Videos:

  1. Young, J. (2011). Pedagogies of production: Investigating What works for teaching media literacy. Research for Action Foundation.  (short article – reflect on how video/film making can be integrating into classroom practice)
  2.  Jenkins, H. (2010). Confronting the challenges of participatory culture: Media education for the 21st Century. The Macrthur Foundation. (closely read intro to page 21) (Page requirement has been reduced).
  3. Watch: Young, J.Pedagogies of Production: Something for the Real World

What do you need to know to make an (inquiry-driven) video or film? Video making across the curriculum: genres and tools for video making in content areas, communities, and participatory cultures. Working with iMovie.

Production 4: Participatory Culture


Class 5 [Tues Oct 8] Transforming School Cultures: Inquiry-Driven Learning with ‘New Media Literacies’ 

  • Key Terms: Professional Learning; Inquiry-Driven Learning; Making (Knowledge/Art Construction)
  • Wikimedia / Inquiry: Wikijamming.

This week we look at pedagogical methods that support New Media Literacies. While Inquiry Based Learning is promoted in Ontario curriculum documents, inquiry-based learning is often reduced to ‘templated’ projects where deep, authentic inquiry never takes off…. In this week’s readings, we examine inquiry-based learning (IBL) and examine how IBL can be amplified for ‘deep learning’.

Readings:

  1. Thumlert, K., Owston, R. & Mulhotra, T. (2018). Transforming school culture through inquiry-driven learning and iPads, Journal of Professional Capital and Community, Vol. 3 Issue: 2, pp.79-96.
  2. Ministry of Ontario Capacity Building Series (2013) Inquiry-Based Learning (short resource / critically skim for main ideas and connections with reading.

Production 5: Connecting inquiry-based learning with multiliteracies.


Reading Week [Tues Oct 15] Reading Week: No Class Meeting

Reality Ends here Game: (Consider this as a metaphor for final project).


Class 6 [Tuesday Oct 22 ] World Building and Digital Storytelling

Guest Lecturer: Brittany Tomin, York University

Readings and Videos:

1. Low, B., Brushwood Rose, C., & Salvio, P.M. (2017). “Are You Listening“, from Community-based Media Pedagogies: Relational Practices of Listening in the Commons. New York: Routledge. 66-79.
2. Mapping Memories: Explore the resources, videos, and digital stories on the Mapping Memories site. Pick one video and make notes in a format of your choice, thinking about the video in relation to the reading for this week and readings so far in the course.

In this class we will focus on exploring digital storytelling as an inter-/transdisciplinary means of engaging in both expression and authentic listening practices in community with others. In the first part of class, we will take up the chapter through small-group sharing of resources from mapping memories that resonated with you, before coming back together as a full group to discuss what might be learned from projects such as those on the  Mapping Memories website, and how this can translate to your own classroom practices in different subject areas, and with different groups of students. This will begin to address in some way the concern raised by the authors regarding a lack of collaborative/production-oriented pedagogies within mainstream education.

Production 6: World Building with Wikimedia and Google Tour-Builder

  • Final Group Project Proposal(5%) Due October 24th

Class 7 [Tuesday Oct 29] Learning through Game Making & Critical Game Design: Telling Digital Stories

As you read, collect interesting quotes, ideas and examples and draw relations between the readings – and previous articles (along with your own critical reflections/personal connections). Start thinking about what kind(s) of interactive fictions, games or simulations you (and/or your future students) might want to create using Twine.

1. Skain, R.L. (2019). Teaching digital fiction: integrating experimental writing and current technologies, Palgrave Communications volume 5, Article number: 13. Download article or Link to Open Access Journal.
2. Thumlert, K., de Castell, S., & Jenson, J. (2018). Learning through game design: A production pedagogy, The 2018 European Conference on Games Based Learning Book: ACPI Press. (Short-ish)

Watch: Abtec, Montreal Indigenous Futures Video Game Design Project
Watch: Jennifer Jenson, UBC: Learning through Game Design

Twine Demo: Download Twine 2.0: Building Simulations, Digital Games and Interactive Narratives

Production 7: Using Twine for New Literacies, Game Design & Simulation/Modelling


Class 8 [Tuesday Nov 5] Games and Learning

As you read, create a concept mind-map: Collect key quotes and diagram ideas/annotations and draw relations between the readings – and previous articles (along with your own critical reflections and personal connections).

  1. Gee, J.P. (2007). Are video games good for learning? In Worlds in Play: International Perspectives on Digital Game Research. New York (short: read closely and then Watch: James Paul Gee’s Learning Principles).
  2. Marone, V.  (2016). Playful constructivism: Making sense of digital games for learning and creativity through play, design, and participation. Journal of Virtual Worlds Research, 9(3).

Applying Learning Principles through Game Prototyping


Class 9 [Tuesday Nov 12] Revisiting Multiliteracies / In-class Final Project Work

Reflecting on the Why, What and How of Multiliteracies (20 Years After)

1. The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review.
2. Watch: 416Lit.com: A case study in multiliteracies and new pedagogies. (how does the video speak to issues and key terms in the reading?)

First half: Since The New London Group wrote of multiliteracies in 1996, how has the educational system responded (or failed to respond) to this key document?

In your project groups, work through the article and consider if or how contexts and approaches (the what and the how of multiliteracies) have changes in and outside schools. What readings/concepts from the course help you think about ways this topic has been approached or enacted (or not) and how it could be updated to speak to our world today? And how does the video (416Lit.com) speak to issues and key terms in the reading?

And how does your group project express ideas (the what and how) from this reading?

Second half: In-class Final Project Work


Class 10 [Tuesday Nov 19] No Class Meeting / Final Project Work!

Work on Final Projects

Instructor Available by email, Skype, Zoom (for group project meetings if you need support)


Class 11 [Tuesday Nov 26] Digital Ethics, Critical Media Literacies and Everyday Life (in Complex Times)
Consolidating Course Themes and Theories through our Final Readings

1. Luke, A. (2018). Digital Ethics Now. Language and Literacy, 20(3).* (Short)

“The educational challenge raised by digital culture is not one of skill or technological competence, but one of participation and ethics”…

2nd Half of Class / Working on Projects & Presentations


Class 12  [Tuesday December 3] Final Day Project Presentations

  • ‘Work in Progress’ Presentations / Pizza Party

Final Projects Due by/on December 10 (or earlier)